Educational Inclusion Research Articles

Psycho-semantic analysis of job advertisements as a communicative tool of educational marketing

Introduction. The relevance of the study of job advertisements for teachers and psychologists is associated with the need to find tools for regulating communication within the modern educational environment with dynamic, constantly changing working conditions. The publication of employer requirements sets the direction for changing the criteria for the success of the specialist, which changes the entire educational environment. The purpose of the study: to identify the categorical semantic structure of job advertisements for teachers (using the example of the "Infrastructure of Scientific Research Data" platform). Materials and methods. The object of the study was a corpus of teacher job vacancies from the "Infrastructure of Scientific Research Data" platform, published in 2023 in 83 regions of Russia (5561 vacancies). The job postings included descriptions of candidate requirements, information about the offered salary, and the region in which the vacancy was available. As a comparison group, a corpus of psychologist job vacancies (2076 vacancies) was considered. The following methods were used in the study: 1) Latent Dirichlet Allocation (LDA) method for identifying and analyzing the structure of requirements presented in teacher and psychologist job vacancies; 2) Term Frequency-Inverse Document Frequency (TF-IDF) method for categorical semantic analysis of the structure of teacher and psychologist job vacancies and description of the semantic framework (frame) of the job description; 3) Descriptive statistical methods for analyzing the needs of professionals in helping professions in different regions of Russia and the conditions offered to them. The results of the study. The regions of the Russian Federation with the greatest need for teachers and psychologists have been identified. Based on the statistical significance in the collection of text documents, the most demanded skills of teachers by employers are identified: methodological development and design of an individual educational route (0.167), work with children with disabilities (0.144), organization of the educational process (0.089). For vacancies of psychologists, the most significant were: work on investigative actions (0.319), methodical work in an educational organization (0.187), psychological and pedagogical support for successful development and training (0.129). The main meanings governing professional pedagogical activity are more focused on meta-skills based on the values of inclusion and continuous improvement of education, as well as on flexible skills (Soft skills) that increase competitiveness in various fields of pedagogical activity. In the vacancies of psychologists, professional skills (Hard skills) are relevant, applicable in specific areas, which somewhat narrows the scope of professional implementation. Conclusion. The results of the empirical study allow for considering job vacancy advertisements as one of the communicative tools of educational marketing. Analyzing the significant professional skills from the employer's perspective will enable the development of recommendations for the development of professional communication for teachers, which can be considered in the system of continuous professional education, as well as in regulating interaction within the educational environment. Automated analysis of job vacancies can become a successful interactive diagnostic tool for educational marketing, necessary for the development of the educational space and the improvement of the competitiveness of educational institutions.

A Study of the Readiness of Higher Education Institutions in Delhi for Inclusion of Transgender in Education

This descriptive study was an attempt to examine the preparedness of higher education institutions in the National Capital Region with respect to inclusion of Transgender in Higher Education .Data was collected using rating scales and questionnaire from two important stakeholders including students and faculty to find the facilities available to support inclusion of transgender as well as gauge their attitudes towards the inclusion of transgender in Education. The study documented the experiences of transgender studying in higher education institutions in order to find the ground reality of nature and extent of their inclusion and the challenges faced by them .This study has thrown light on the facilities that need to be instituted in order to pave the way for inclusion of the transgender in education .It has also created an understanding of the awareness and sensitisation programmes that are needed to sensitise the different stakeholders towards contributing positively towards their inclusion in education .The conclusion drawn from the findings of the study shall help in feeding policy guidelines for higher education institutions in India with respect to supporting the cause of inclusion of transgender in Higher Education.

Академічна чесність та її важливість у вищій освіті: вплив інноваційних технологій

In the conditions of globalization and digital transformation of educational processes, compliance with the principles of academic honesty is becoming an increasingly urgent problem in the educational process. First of all, innovative technologies significantly expand access to educational resources, improving the quality of education and promoting inclusiveness in education. In addition, they create new risks and opportunities for students and faculty in the context of academic misconduct, such as plagiarism, manipulation of research results, and other forms of misconduct. However, alongside the everyday challenges, innovative technologies provide a wide range of tools to prevent academic misconduct. The development of anti-plagiarism systems, the integration of artificial intelligence for the analysis of works, and the introduction of digital platforms for monitoring the educational process allow not only the detection of violations but also the form of a responsible attitude toward academic honesty in students and teachers. It is important to emphasize that academic integrity in modern higher education is not only a matter of compliance with ethical norms but also a factor affecting the general image and reputation of educational institutions at the international level. Annotation. While writing the scientific article, the role of academic integrity was revealed in the context of its role in the formation of the educational and scientific environment, particularly in the conditions of active implementation of innovative technologies. Academic honesty is defined as ensuring the quality of education and scientific research through the formation of trust in the results of academic activity. Fundamental principles of academic integrity and its values, such as honesty, objectivity, commitment to scientific truth, and avoidance of plagiarism, are explored. Academic misconduct, such as plagiarism, fabrication, and data falsification, is increasingly challenging to detect due to the development of artificial intelligence and other innovative technologies. The advantages and disadvantages of disseminating innovative technologies in the educational process, which increase the inclusiveness and accessibility of education, are analyzed. It has been established that digitalizing educational processes expands the possibilities of access to knowledge and creates new challenges for ensuring academic integrity. Recommendations are offered to improve the methods of detecting and preventing academic violations, including the development of policies and standards regulating the use of artificial intelligence in education and regular training for teachers and students on the ethical use of technology. Keywords: academic integrity, innovative technologies, higher education, digitalization, artificial intelligence, educational process.

Educational exclusion and socio-cultural constraints for tribal women in the Ganderbal district

Using a phenomenological approach, this study aims at understanding tribal females' educational deprivation due to socio-cultural limitations. The study, conducted in the Ganderbal district of Kashmir in 2022, included 30 women. A semi-structured interview schedule and observation method was used to collect data, which was analyzed with Moustakas' modified Stevick-Colaizzi-Keen phenomenological approach. We identified four themes associated with women's challenges in their communities: (a) poverty, domestic duties, and co-education challenges, (b) cultural and structural barriers, (c) economic exploitation, early marriage, and gender bias and (d) intersection of marginality. Deep-seated cultural norms favoring men's education and relegating women to domestic roles hampered tribal women's access to education. These norms, in turn, resulted in detrimental practices such as child marriage, forced labor, child labor, exclusion from the market, social alienation, exploitation and backwardness, poor decision-making power, and increasing school dropouts. To promote educational inclusion among tribal members, it is necessary to implement National Education Policy (NEP)-2020 fully and make both tribal men and women aware of the impact of socioeconomic and cultural exclusion on their mobility.

Instagram's Impact on Rural Colombian English Education: A Fourth Industrial Revolution Perspective

In the Fourth Industrial Revolution, characterized by rapid technological advancements, traditional educational models must evolve. This study examines the potential of Instagram, a widely-used social media platform, as a tool for English language education in rural Colombia. With over a billion active users, Instagram offers unique opportunities for immersive language learning. By integrating Instagram, educators can create dynamic, interactive learning environments for students in areas with limited access to traditional resources. This approach addresses digital age challenges and promotes inclusivity and accessibility in education. Through literature analysis, case studies, and firsthand experiences, the study highlights Instagram's transformative role in language education. It examines Instagram's impact on learning outcomes, student engagement, and teaching practices, providing valuable insights for educators aiming to leverage social media for educational purposes in diverse contexts.

Promoting Inclusivity Through Technology: A Literature Review in Educational Settings

Inclusive education has been a major focus of global education policy conversations over the past few decades. Along with the rapid development of technology, the role of technology in supporting inclusive education has become an increasingly widely explored subject of research. Technology integration in the context of inclusive education involves the use of various tools and platforms that are accessible to students with special needs. The purpose of this research is to explore various aspects of the use of technology in promoting inclusion in education, by identifying opportunities, challenges and important factors that should be considered in order to create a more inclusive and equitable education for all individuals. The research method used is a literature review, exploring data sources such as journal articles, books, research reports and other academic publications relevant to this topic. The results of this study show that technology integration has had a significant positive impact in improving educational accessibility for students, allowing more efficient personalization of learning, and increasing student engagement and participation in the learning process. However, challenges such as technology infrastructure, teacher training, technology suitability, data privacy and necessary policy support need to be addressed for the benefits of technology to be optimized in supporting educational inclusion as a whole.

Challenges and Technological Inclusion in Higher Education of the 21st Century

Challenges and Technological Inclusion in Higher Education of the 21st Century

Inconvenient Truth: Challenges to Diversity, Equity and Inclusion in Social Work Education and Practice

Inconvenient Truth: Challenges to Diversity, Equity and Inclusion in Social Work Education and Practice

When I say inclusion in health professions education

There is no unified understanding of the concept of inclusion in the literature. Because of the growing reports of exclusion and marginalization in HPE, and the reports of inequitable health provision in global health, inclusion is currently a widely discussed topic in Health Professions Education (HPE) as well as global health. In this article I explore the concept of inclusion based on the current literature, mainly from the psychological aspect. When I say inclusion, it is not just a sense of belonging, but also the opportunity to participate and contribute meaningfully.

Improving diversity, equity, and inclusion in chiropractic education and profession: Report from three 2020-2021 summit meetings.

Racial and ethnic minority groups are underrepresented in chiropractic education and the profession, and are less likely than individuals identifying as White to have access to or use chiropractic care. Stakeholders with leadership positions in USA-based chiropractic colleges and organizations participated in 3 online diversity, equity, and inclusion (DEI) summit meetings to foster a deeper understanding of DEI, identify DEI objectives, and develop action steps and drive change. Summit I (51 attendees) comprised 3 presentations that provided background about DEI in chiropractic education and practice. Summit II (32 attendees), comprised 4 breakout sessions addressing organizational issues in DEI. Summit III (65 attendees) comprised 5 collaborative sessions focused on implementation of DEI objectives. We use aggregate data and qualitative summaries to provide a descriptive narrative. Data sources include pre/post-summit quantitative surveys, items from open-ended questionnaires, and a spreadsheet of recommendations for increasing organizational DEI. Before attending Summit I, 48% rated their understanding of DEI issues as "moderately" or "very" high, compared with 74% afterward. Summit II participants suggested actions that should be taken by their institutions and the profession. Summit III participants stressed the need for DEI-supportive data, policies, and resources. They identified > 150 action steps to address DEI objectives. A listserv was established to facilitate ongoing institutional collaboration. Summit participants recognized the importance of developing a diverse, culturally aware chiropractic workforce. The summits provided structure and support for stakeholders to effectively plan for and implement DEI in their organizations and institutions.

A critique of the Disability Royal Commission’s approach and recommendations for educational inclusion in schools

The Disability Royal Commission received evidence of educational exclusion of school students with disabilities, occurring in both overt and covert forms, and of students’ experiences of violence and abuse. According to this evidence and prior research and reports, exclusionary and abusive practices appear to be entrenched in school education in both mainstream and special settings. The relationship between the evidence presented to the Commission and prior inquiries and research is presented with the aim of providing a critique of its approach and recommendations. Highlighted are the contrasting recommendations to either abolish or retain special schools and other segregated school settings. Other recommendations are reviewed to demonstrate how the final recommendations were part of a comprehensive suite of strategies to address long-standing exclusionary practices. Particular attention is given to students with severe-profound intellectual disabilities, who are most likely to be enrolled in or diverted to special schools and segregated units located in mainstream schools. Although the recommendations were comprehensive in addressing key contributors to exclusion, they showed a failure to consider in greater depth prior research and current positive practices of authentic inclusive education. It is argued that the Commission missed the opportunity to draw on research based on models of supports, shared understanding of inclusion, and making use of professionals beyond educators to provide complementary expertise.

Libraries and National Education Policy (NEP 2020) of India in higher education

Purpose This study aims to provide an overview of the National Education Policy (NEP) 2020, identify areas where libraries can play crucial role in effective implementation of NEP 2020 and explains the role of libraries in higher education for implementation of NEP 2020 in India. Design/methodology/approach For the purpose of the present research, the researcher has evaluated The “National Education Policy 2020” document consisting of 65 pages. The contents of NEP 2020 are evaluated to find out major areas of working for libraries and in the context of major areas, the crucial role which a library can play in implementation of NEP 2020 is described. Hence, the research methodology followed is “descriptive research method”. Findings NEP is bringing out tremendous positive changes in higher education in India. The changes can be effectively implemented with the help of libraries and library professionals to adapt to course, curriculum, research and infrastructure-related changes. The challenges of the 21st century in the field of higher education are related to personality development, strengthening of Higher Educational Institutions (HEIs), internationalisation of higher education, specific skills and values for students, motivation for researchers and teachers as well as for equity and inclusiveness of higher education can be effectively imparted by libraries and it can contribute as a catalyst for overall national development. Research limitations/implications The study covers NEP of India 2020 and the role of libraries in HEIs of India are described. Practical implications NEP 2020 and its implementation are mandatory in HEIs in India. All universities and colleges in India had started implementing India’s NEP 2020, and hence, accessing the role of libraries in higher education for the successful implementation of NEP 2020 is essential. Elaborating on the “Role of Libraries under National Education Policy 2020” of India, libraries play a very important role in implementing the NEP 2020 of India. The sub-chapters from 9 to 19 under Chapter III on higher education are thoroughly studied by the researcher and on the basis of the contents related to NEP in the higher education system of India, the library parameters that can identify the role of libraries in NEP 2020 are explained. Social implications Libraries contribute to “personal development” as well as “to inculcate certain prescribed skills and values”. “Interdisciplinary research” is intended to develop an active community of research in various disciplines as well as to increase the efficiency of both physical resources and human resources. Promoting interdisciplinary research is done through libraries. Many libraries have developed “inclusive education centres” to provide library facilities to visually impaired and disabled students. Originality/value Overall personality development, strengthening of educational institutions, optimistic move towards multidisciplinary education through identification of business skills and specific skills and values, internationalisation of education, a motivation factor for students, teachers and researchers as well as equity and inclusiveness in higher education are all the areas occupied by libraries. It is described elaborately and it is of social and educational value for all.

Attitudes Toward LGBTQ+ Youth in Agricultural Education: Q Methodology Study

Although research indicates school-based agricultural education teachers work to make classrooms more inclusive, some teachers may not feel prepared to support LGBTQ+ youth. The purpose of this study was to explore the attitudes of agricultural education teachers about the inclusion of LGBTQ+ youth in agricultural education. The 38-statement Q set was sorted by 21 Oklahoma agricultural education teachers. The resulting attitudes from the three-factorial solution were labeled: It’s Up to Me, It’s Up to Us, and It’s Up to Leadership. The It’s Up to Me teachers accept the responsibility to create an inclusive environment and program for LGBTQ+ youth. The It’s Up to Us teachers acknowledge the important collective role that students, teachers, and school and university leaders play in creating an inclusive classroom and program. The It’s Up to Leadership teachers acknowledge a need for further education and training in LGBTQ+ inclusion and feel there is too much pressure placed on teachers to be inclusive. The attitudes describe the diverse understandings of how LGBTQ+ inclusion in agricultural education might be implemented and supported with the need for more education and resources in LGBTQ+ inclusion.

Intersectional cognitive schemas of diversity and inclusion in higher education

ABSTRACT Despite efforts towards diversity, equity, and inclusion in higher education, systemic oppression persists. This study reflects on how initiatives intended to foster inclusion interact with existing exclusionary mechanisms, impeding progress in equity projects. Specifically, we investigate the visual representation of diversity as an inclusion initiative and explore how the new diversity discourse is assimilated into established organizational cultures through intersectional cognitive schemas that help reproduce class, gender, race and ableist relations. Using a gendered lens to analyse university brochure photographs from five universities in Belgium, we identify the distribution of embodied dominant expressions of masculinity and femininity among white and non-white individuals across different professions. Our findings reveal a hierarchy of inclusion based on intersectional cognitive schemas that place non-white individuals under white women and those under white men. These schemas include meritocratic beliefs regarding the required capacities for each profession, with non-white women emerging as the most disadvantaged. The findings suggest that diversity and inclusion initiatives require critical re-evaluation, taking into account the intersectional and systemic nature of oppression.

Digital Divide & Inclusive Education: Examining How Unequal Access to Technology Affects Educational Inclusivity in Urban Versus Rural Pakistan

This paper analyses the concept of the digital divide and its implications for the issue of inclusive education in both urban and rural Pakistan. This paper looks at the impact of technology on the inclusion of learners in education when technology is distributed concentrically and categorizes the study between urban and rural areas. This looks at the status of technological infrastructure and current access to the Internet in both environments, as well as perceived computer literacy. The positions discussed in the paper focus on the main problems related to the management of students' and educators' access to digital resources in the learning process. Regarding the aspect of equity, it also explores the government policy and strategies implemented towards closing the digital divide in education. It is thus evident that urban and rural areas are poles apart in terms of access and education by and with these devices. This paper's conclusions present possible ways of handling these inequalities: increasing formal infrastructure in these regions, training teachers, and changes in policy. This is followed by a recap of the concerns put forward in the preceding arguments about the necessity for concerted efforts towards the mobilization of equitable resources with a view to enhancing the educational resource mix at the base of the hill country's geography in Pakistan.

Interprofessional Education Integration in Lehman College’s Undergraduate Social Work Program: A Case Study of Transformative Implementation and Student-Centered Impact

Background:This case study explores the dynamic inclusion of interprofessional education (IPE) in Lehman College Undergraduate Social Work Program, a Hispanic-Serving Institution in the Bronx.Objectives:We aim to contextualize the case within social work’s historical engagement in healthcare and evolving interprofessional practices, with an emphasis on the role of social work in healthcare.Methods:A comprehensive literature review was conducted to connect theoretical foundations to practical implementation, highlighting IPE’s significance as a student-centered pedagogy and its potential impact on patient care. The narrative details the transition from individual classroom use to widespread adoption in the practicum seminars in the undergraduate program.Results:The program demonstrates a proactive response to healthcare changes, underscoring a commitment to comprehensive education.Conclusion:This case study makes Lehman College’s program a valuable resource for educators, practitioners, and policymakers by showcasing its effective incorporation of IPE, ultimately enhancing patient care through improved interprofessional collaboration.

Digital literacy education for UK undergraduate pharmacy students: a mixed-methods study.

Digital literacy is increasingly crucial in pharmacy practice, and relevant education and training are required to prepare the future workforce. This study aims to explore the current and planned inclusion of digital literacy education in the undergraduate curricula of UK pharmacy schools. A mixed-methods approach was conducted with two phases. The first involved a content analysis of published curricula from all 30 UK pharmacy schools. The second phase included a survey based on the Health Education England Digital Capabilities Framework, distributed to academic staff across all pharmacy schools. Data from 14 pharmacy schools' curricula were included in the analysis, with 10 reporting digital literacy education. Key themes identified from the analysed documents included understanding of health informatics, applied informatics, information technology skills, and the emerging digital health technology. Nineteen respondents from 16 schools participated in the survey; digital literacy inclusion was reported by 18 participants. There was variable alignment of digital literacy competencies with the Health Education England framework. Digital literacy was mainly integrated into existing teaching sessions, predominantly through self-learning (n = 12). Electronic Health Records and remote counselling were the main focus areas within the curricula. Challenges in implementing digital literacy include a lack of expertise (n = 13), and time constraints (n = 10). The trend towards embedding digital literacy in UK pharmacy curricula is clear, but disparities suggest the need for a more unified strategy. Recommendations include establishing a specific digital literacy framework aligned with professional needs, improving accessibility and transparency in curricula documents, and investing in faculty development.

Developing a Conceptual Framework: Women STEM Faculty's Participation in Entrepreneurship Education Programs

AbstractMotivated by the high socio-economic impact of innovations in science and technology, entrepreneurship in STEM disciplines is gaining increasing attention. As a result, entrepreneurship education programs (EEPs) have been introduced and designed to train STEM faculty and expose them to entrepreneurial practice. This study examines factors influencing women STEM faculty's perspectives on their participation in EEPs within the broader socio-cultural context of academia. The study addresses the under-researched and undertheorized area of women academics in STEM entrepreneurship by drawing on adult participation literature and key theoretical works in entrepreneurship education to formulate the conceptual grounding. Using qualitative methods, including in-depth interviews with 32 women STEM faculty, the findings identify internal and external influences and unpacks their complex interactions across the programmatic and systemic dimensions. Internal factors include perceptions of entrepreneurship, STEM academic identity, entrepreneurial identity, and self-efficacy, while external factors included professional mentors, personal role models, socioemotional support, and financial resources. The study conceptually synthesizes these factors and elucidates a nuanced understanding of women STEM faculty’s perspectives on their participation in EEPs, offering insights for future research and program development to enhance diversity, equity, and inclusivity in STEM entrepreneurship education.

Revolutionizing Autism Education: Harnessing AI for Tailored Skill Development in Social, Emotional, and Independent Learning Domains

This review explores the potential of artificial intelligence (AI) to address the special needs of children with autism. It examines the issues of specific skill development in the course of this review through some features in areas such as Social Skills Training, Emotional Regulation Support, and Independent Learning Skills. This study incorporates input from psychology, education, and technology. Although the article lacks presentation of the original empirical data, it nonetheless synthesizes existing information to provide a comprehensive overview of the current state of the field. The paper firmly recommends the use of individually adapted interventions, leveraging virtual reality, natural language processing, and adaptive learning technologies. This detailed and futuristic approach will help to augment the speed of autism education, via personalizing and enhancing social, emotional, and independent learning for individuals with ASD to address current challenges and ethical considerations. It contributes by proposing AI-driven solutions to improve educational outcomes and promote greater inclusivity and adaptability in autism education.

CHALLENGE OF EDUCATORS IN TIMES OF REMOTE TEACHING

The present work addresses the challenges faced by educators during the period of remote teaching, driven by the COVID-19 pandemic. The rapid transition from the face-to-face to the virtual environment has brought numerous difficulties to education professionals. First, we discussed technological adaptation, since many educators needed to acquire new skills and competencies to use online teaching platforms and digital tools. Lack of proper training and familiarity with educational technologies were crucial issues in this shift. In addition, we address social inequalities and those aggravated by remote teaching. The lack of access to the internet and adequate devices in disadvantaged communities has resulted in an imbalance in access to education, creating a worrying scenario for educational inclusion. Another relevant point was the challenge of student engagement. The presence of face-to-face interaction and the difficulties in establishing a meaningful connection with students in the virtual environment impacted motivation and interest in educational activities. The work also highlights the increased workload for educators. The transition to remote learning follows extreme dedication and a work-life balance. The need to prepare classes adapted to the digital environment and constant communication with students and families have met additional challenges.